Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes.

Using seminars as a teaching method in undergraduate nurse education.

This article explores the use of seminars as a teaching method in undergraduate nurse education. Using the backdrop of a year 1 learning unit, grounded in the 6Cs, entitled person-centred practice, the format of the seminars is described in detail. It argues that engaging in a variety of student-centred activities helps students to become informed, self-motivated and curious learners.

Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective.

Aims And Objectives: This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement.

Practice placements for students: a literature review.

The function of practice placements is to give nursing students the chance to put theory into practice and become critical thinkers. This can be done using a range of teaching strategies such as demonstration, case conferences, questioning and role modelling (Quinn, 2000). Factors that enhance or inhibit learning must be recognised by both practitioners and educators.

Giving students the confidence to take part.

This article discusses whether nursing students can gain confidence and become accepted as members of the team in their first clinical placement. The topic emerged from a study looking at the experiences of a cohort of diploma-level nursing students undertaking a general training programme. Six 45-minute interviews were conducted in a large teaching hospital in Dublin.